Skip to main content

The Importance of Professional Knowledge for Learning Support in German ECEC Settings

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-981-10-4879-1_11
  • Chapter length: 16 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   89.00
Price excludes VAT (USA)
  • ISBN: 978-981-10-4879-1
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   119.99
Price excludes VAT (USA)
Hardcover Book
USD   119.99
Price excludes VAT (USA)
Fig. 11.1

Notes

  1. 1.

    In this book we will use the term teacher, even if in Germany vocational trained educators (Erzieher) are the professionals most prevalent in ECEC settings. Please, refer also to the introduction chapter for further explanations of the different systems and qualifications in Germany and New Zealand.

  2. 2.

    M = mean.

  3. 3.

    SD = standard deviation.

  4. 4.

    Language Modeling without transition cycles: M = 3.12 (SD = 0.89).

References

  • Anders, Y., Rossbach, H.-G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231–244.

    CrossRef  Google Scholar 

  • Briedigkeit, E. (2011). Institutionelle Überformung sprachlicher Handlungsmuster – Realisation von Fragetypen im Erzieherin-Kind(er) Diskurs. Empirische Pädagogik, 25(4), 499–517.

    Google Scholar 

  • Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166–176.

    Google Scholar 

  • Burchinal, M., Kainz, K., & Cai, Y. (2011). How well do our measures of quality predict child outcomes? A meta-analysis and coordinated analysis of data from large-scale studies of early childhood settings. In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 11–31). Baltimore: Brookes.

    Google Scholar 

  • Cadima, J., Leal, T., & Burchinal, M. (2010). The quality of teacher-student interactions: Associations with first graders’ academic and behavioral outcomes. Journal of School Psychology, 48(6), 457–482.

    CrossRef  Google Scholar 

  • Carew, J. V., & Clarke-Stewart, K. A. (1980). Experience and the development of intelligence in young children at home and in day care. Monographs of the Society for Research in Child Development, 45(6/7), 1–115.

    CrossRef  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale: Erlbaum.

    Google Scholar 

  • Hamre, B., Pianta, R., Downer, J., DeCoster, J., Mashburn, A., Jones, S., Brown, J., Cappella, E., Atkins, M., Rivers, S., Brackett, M., & Hamagami, A. (2013). Teaching through interactions. Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487.

    CrossRef  Google Scholar 

  • Howes, C., & Rubenstein, J. L. (1985). Determinants of toddlers’ experience in day care: Age of entry and quality of setting. Child & Youth Care Forum, 14(2), 140–151.

    CrossRef  Google Scholar 

  • Jamil, F. M., Sabol, T. J., Hamre, B. K., & Pianta, R. C. (2015). Assessing teachers’ skills in detecting and identifying effective interactions in the classroom. The Elementary School Journal, 115(3), 407–432.

    CrossRef  Google Scholar 

  • Kammermeyer, G., Roux, S., & Stuck, A. (2013). „Was wirkt wie?“ – Evaluation von Sprachfördermaßnahmen in Rheinland-Pfalz. Abschlussbericht (March 2013). Landau: Universität Koblenz-Landau.

    Google Scholar 

  • König, A. (2009). Interaktionsprozesse zwischen ErzieherInnen und Kindern. Eine Videostudie aus dem Kindergartenalltag. Wiesbaden: VS Verlag für Sozialwissenschaften.

    CrossRef  Google Scholar 

  • Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Trevino, E., & Rolla, A. (2015). Teacher–child interactions in Chile and their associations with Prekindergarten outcomes. Child Development, 86(3), 781–799.

    Google Scholar 

  • Mackowiak, K., Wadepohl, H., & Bosshart, S. (2014). Analyse der Kompetenzen von pädagogischen Fachkräften im Freispiel und in Bildungsangeboten. In D. Kucharz, K. Mackowiak, S. Ziroli, A. Kauertz, E. Rathgeb-Schnierer, & M. Dieck (Eds.), Professionelles Handeln im Elementarbereich (PRIMEL). Eine deutsch-schweizerische Videostudie (pp. 179–204). Waxmann: Münster/New York.

    Google Scholar 

  • Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., Burchinal, M., Early, D., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749.

    CrossRef  Google Scholar 

  • McCartney, K. (1984). Effect of quality of day care environment on children’s language development. Developmental Psychology, 20(2), 244–260.

    CrossRef  Google Scholar 

  • Melhuish, E. C., Lloyd, E., Martin, S., & Mooney, A. (1990). Type of childcare at 18 months: II relations with cognitive and language development. Journal of Child Psychology and Psychiatry, 31(6), 861–870.

    CrossRef  Google Scholar 

  • Mischo, M., Hendler, J., Wahl, S. & Strohmer, J. (2011). Vignetten zur Sprachförderung. Projekt AVE –Ausbildung und Verlauf von Erzieherinnen-Merkmalen. PH-Freiburg. Unpublished manuscript.

    Google Scholar 

  • Oberhuemer, P., Schreyer, I., & Neuman, J. M. (2010). Professionals in early childhood education and care systems: European profiles and perspectives. Opladen & Farmington Hills: Barbara Budrich.

    Google Scholar 

  • Pakarinen, E., Lerkkanen, M.-K., Poikkeus, A.-M., Kiuru, N., Siekkinen, M., Rasku-Puttonen, H., & Nurmi, J.-E. (2010). A validation of the classroom assessment scoring system in Finnish kindergartens. Early Education and Development, 21(1), 95–124.

    CrossRef  Google Scholar 

  • Pianta, R., La Paro, K., & Hamre, B. (2008). Classroom assessment scoring system. Manual (pre-K). Baltimore: Paul H. Brookes Publishing Co..

    Google Scholar 

  • Plese, D. (2015). Sprachliche Kompetenzen in Kindertageseinrichtungen – die Rolle der pädagogischen Fachkraft [Language competencies in ECEC Centers – the part of the teacher]. Unpublished master thesis. München: LMU München.

    Google Scholar 

  • Ruopp, R., Travers, J., Glantz, R., & Coelen, C. (1979). Final report of the national day care study (Vol. 1): Children at the center: Summary of findings and their implications. Washington, DC: United States Department of Health, Education and Welfare.

    Google Scholar 

  • Sammons, P., Anders, Y., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Barreau, S. (2008). Children’s cognitive attainment and progress in English primary schools during key stage 2: Investigating the potential continuing influences of pre-school education. Zeitschrift für Erziehungswissenschaften, 10(11), 179–198.

    Google Scholar 

  • Schnurr, S. (2003). Vignetten in quantitativen und qualitativen Forschungsdesigns. In H. U. Otto, G. Oelerich, & H.-G. Micheel (Eds.), Empirische Forschung. Sozialarbeit – Sozialpädagogik – Soziale Probleme (pp. 393–400). Luchterhand: München.

    Google Scholar 

  • Siraj-Blatchford, I., & Manni, L. (2008). Would you like to tidy up now? An analysis of adult questioning in the English foundation stage. Early Years, 28(1), 5–22.

    CrossRef  Google Scholar 

  • Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. Research Report No. 356. Norwich: Queen’s Printer.

    Google Scholar 

  • Slot, P. L. (2014). Early childhood education and care in the Netherlands. Quality, curriculum, and relations with child development. Ridderkerk: Ridderprint B.V.

    Google Scholar 

  • Stuck, A., Kammermeyer, G., Roux, S. (in press). The reliability and structure of the Classroom Assessment Scoring System (CLASS) in German Preschools. Early Education and Development.

    Google Scholar 

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (Hrsg.) (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. Abingdon: Routledge.

    Google Scholar 

  • Taylor, B. M. P., Pearson, D., Peterson, D. S., & Rodriguez, M. C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, 104(1), 3–28.

    CrossRef  Google Scholar 

  • Tietze, W., Becker-Stoll, F., Bensel, J., Eckhardt, A., Haug-Schnabel, G., Kalicki, B., Keller, H., & Leyendecker, B. (2013). Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit (NUBBEK). Weimar: Verlag das netz.

    Google Scholar 

  • Tournier, M., Wadepohl, H., & Kucharz, D. (2014). Analyse des pädagogischen Handelns in der Freispielbegleitung. In D. Kucharz, K. Mackowiak, S. Ziroli, A. Kauertz, E. Rathgeb-Schnierer, & M. Dieck (Eds.), Professionelles Handeln im Elementarbereich (PRIMEL). Eine deutsch-schweizerische Videostudie (pp. 99–121). Waxmann: Münster/New York.

    Google Scholar 

  • von Suchodoletz, A., Fäsche, A., Gunzenhauser, C., & Hamre, B. K. (2014). A typical morning in preschool: Observations of teacher–child interactions in German preschools. Early Childhood Research Quarterly, 29, 509–519.

    Google Scholar 

  • von Suchodoletz, A., Gunzenhauser, C., & Larssen, R. A. A. (2015). Die Beobachtung von Interaktionen im Kindergartenalltag. Das Individualized Assessment Scoring System (InCLASS). Frühe Bildung, 4(4), 211–217.

    CrossRef  Google Scholar 

  • Wharton-McDonald, R., Pressley, M., & Hampston, J. M. (1998). Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. The Elementary School Journal, 99(2), 101–128.

    CrossRef  Google Scholar 

  • Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 24(5), 552–558.

    Google Scholar 

  • Wildgruber, A., Wertfein, M., Wirts, C., Kammermeier, M. & Danay, E. (in press). Situative Unterschiede der Interaktionsqualität im Verlauf des Kindergartenalltags [Variation in the teacher-child interactions across time and activity settings in German ECEC classrooms]. Frühe Bildung.

    Google Scholar 

  • Wildgruber, A., Wirts, C., & Wertfein, M. (2014). Interaktionsqualität in Kindertageseinrichtungen – Forschung mit dem classroom assessment scoring system (CLASS pre-K) [conditional factors of successful teacher-child-interactions – Research with the classroom assessment scoring system (CLASS pre-K)]. In A. Prengel & M. Winklhofer (Eds.), Kinderrechte in pädagogischen Beziehungen – Studien und Forschungsmethoden (pp. 149–172). Opladen/Berlin/Toronto: Barbara Budrich.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Claudia Wirts .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2017 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter

Wirts, C., Wertfein, M., Wildgruber, A. (2017). The Importance of Professional Knowledge for Learning Support in German ECEC Settings. In: Gunn, A., Hruska, C. (eds) Interactions in Early Childhood Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4879-1_11

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-4879-1_11

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-4878-4

  • Online ISBN: 978-981-10-4879-1

  • eBook Packages: EducationEducation (R0)